Enhancing Students’ Higher-Order Thinking Skills Through Web-Based Learning with Multiple Representations in Biology Education

Toto Sutarto Gani Utari; Cita Tresnawati; Mimi Halimah

doi:10.59329/gawi.v6i1.329

Authors

Toto Sutarto Gani Utari
Cita Tresnawati Universitas Pasundan
Mimi Halimah Universitas Pasundan

DOI:

https://doi.org/10.59329/gawi.v6i1.329

Keywords:

Biology education, Cognitive skills, Higher-order thinking skills (HOTS), Multiple representations, Web-based learning

Abstract

In the digital era, the development of higher-order thinking skills (HOTS) has become one of the major challenges in education, particularly in biology, which requires students to understand complex concepts. This study aimed to analyze students’ higher-order thinking skills (HOTS) through web-based learning integrated with multiple representations in biology education in Bandung, Indonesia. This study employed a one-group pretest–posttest design involving Grade 10 and Grade 11 science-track students selected through purposive sampling from five senior high schools in Bandung, Indonesia. The research instrument consisted of a test comprising both multiple-choice and essay questions. The findings revealed that cognitive ability was the most prominent HOTS dimension, followed by logical analysis, problem-solving, critical thinking, and creative thinking skills. These results indicate that web-based learning integrated with multiple representations can facilitate students’ understanding of biological concepts more effectively. The presentation of various visual representations, including images, three-dimensional animations, videos, tables, diagrams, and graphs, along with case-study features, helped transform abstract content into more concrete and structured forms, thereby strengthening higher-order thinking skills. The findings further suggest that multiple representations enable students to understand biological phenomena from multiple perspectives, critically evaluate information, and apply conceptual knowledge to solve complex problems.

References

Ahmar, D. S., Azzajjad, M. F., & Ahmar, A. S. (2023). Adapting to Change : The Effects of Case Study Approaches on Problem-Solving Skills. ARRUS Journal of Mathematics and Applied Science, 3(2), 97–108.

Blyznyuk, T., & Kachak, T. (2024). Benefits of Interactive Learning for Students’ Critical Thinking Skills Improvement. Journal of Vasyl Stefanyk Precarpathian National University, 11(1), 94–102. https://doi.org/10.15330/jpnu.11.1.94-102

Diani, R., Lengkana, D., Jalmo, T., Destiana, Al., Saregar, A., & Putra, F. G. (2024). Trends , challenges , and opportunities of Multiple-Representation in Science learning : a systematic literature review. Review of Science, Mathematics and ICT Education, 18(1), 29–52.

Hansen, J., & Richland, L. E. (2020). Teaching and learning science through multiple representations: Intuitions and executive functions. CBE Life Sciences Education, 19(4), 1–15. https://doi.org/10.1187/cbe.19-11-0253

Ikhsan, M., Kuswanto, H., Afkarina, N., & Dini, I. (2025). What are the Misconceptions that occur to Students in Science Learning in Indonesia ? A Systematic Literature Review. 7(1).

Kostas, K., & Reiss, J. M. (eds). (2018). Teaching Biology in Schools : Global Research, Issues, and Trends. In Routledge: Vol. o. Routledge. https://doi.org/10.4324/9781315110158

Kottmeyer, A. M., Meter, P. Van, & Cameron, C. (2020). Diagram Comprehension Ability of College Students in an Introductory Biology Course. Advances in Physiology Education, 44(2), 169–180. https://doi.org/10.1152/ADVAN.00146.2018

Liani, A. M. (2025). Meta-Analisis Dampak Inovasi Pembelajaran Pada Penelitian Pendidikan Terhadap Kemampuan Berpikir Tingkat Tinggi ( HOTS ). Jurnal Ilmiah Matematika (JIMAT), 6(2), 714–723.

Madhakomala, R., Hakim, M. A., & Syifauzzuhrah, N. (2022). Problems of Education in Indonesia and Alternative Solutions. International Journal of Business, Law, and Education, 3(2), 135–144.

Masriat, E., & Laksono, E. W. (2025). Pembelajaran Berkelanjutan dengan Inkuiri Terbimbing Berbasis Multiple Representation terhadap Pemahaman Konsep dan Efikasi Diri. Jurnal Pendidikan Matematika Dan Sains, 13, 211–225.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/https://doi.org/10.1017/CBO9780511811678

Murtonen, M., Nokkala, C., & Södervik, I. (2020). Challenges in understanding meiosis: fostering metaconceptual awareness among university biology students. Journal of Biological Education, 54(1), 3–16. https://doi.org/10.1080/00219266.2018.1538016

Nielsen, W., Turney, A., Georgiou, H., & Jones, P. (2020). Working with multiple representations: preservice teachers’ decision-making to produce a digital explanation. Learning: Research and Practice, 6(1), 51–69. https://doi.org/10.1080/23735082.2020.1750673

Nikolić, N., & Antonijević, R. (2024). Problem-Solving in Biology Teaching: Students’ Activities and Their Achievement. International Journal of Science and Mathematics Education, 22(4), 765–785. https://doi.org/10.1007/s10763-023-10407-5

OECD. (2023). PISA 2022 Results : The State of Learning and Equity in Education: Vol. I. OECD Publishing. https://doi.org/https://doi.org/10.1787/53f23881-en. ISBN

Ogundeji, O. M., Bungudu, A. R., & Ibrahim, A. (2025). Exploring students ’ misconceptions of science concepts in secondary school biology in Gusau , Zamfara State. 3(1), 1–10. https://doi.org/10.62672/joease.v3i1.42

Ogunyemi, T. ., Akintoye, H. ., & Owolabi, T. (2025). Multiple Representations as Tools for Enhancing Students ’ Critical Thinking and Attitudes Towards Physics. Faculty of Natural and Applied Sciences Journal of Mathematics, and Science Education, 6(4), 1–15.

Osborne, J., & Dillon, J. (Eds). (2010). Good Practice in Science Teaching : What research has to say. In McGraw-Hill Education (Vol. 131, Issue 3315). https://doi.org/10.1038/131686b0

Parong, J., & Mayer, R. E. (2021). Cognitive and affective processes for learning science in immersive virtual reality. Journal of Computer Assisted Learning, 37(1), 226–241. https://doi.org/10.1111/jcal.12482

Primahesa, A., Sajidan, & Ramli, M. (2023). Improving higher order thinking skills in high school biology: A systematic review. Biosfer: Jurnal Pendidikan Biologi, 16(1), 206–218.

Siswati, B. H., & Suratno. (2023). The contribution of cognitive ability and critical thinking skills on the problem solving skills of biology education profession students using case method learning. Biosfer: Jurnal Pendidikan Biologi, 16(2), 419–426.

Thyberg, A., Schönborn, K., & Gericke, N. (2024). Investigating students ’ meaning-making of multiple visual representations of epigenetics at different levels of biological organisation. International Journal of Science Education, 46(14), 1405–1431. https://doi.org/10.1080/09500693.2023.2289175

Treagust, D. F., Tsui, C. Y., & (Eds.). (2013). Multiple Representations in Biological Education. In Springer.

Tresnawati, C., Aryanti, F., & Suhaerah, L. (2022). Flipped Learning Dalam Meningkatkan Berikir Kritis Mahasiswa Pada Materi Fotosintesis Dimasa Pandemik Covid-19. Biosfer, Jurnal Biologi Dan Pendidikan Biologi, 7(7 No 1). https://doi.org/10.23969/biosfer.v7i1.5752

Tresnawati, C., Rahmat, A., & Rahman, T. (2024). Interactive Digital Teaching Material Konsep Metabolise dalam Meningkatkan Kemampuan Decision Making dan Problem Solving. Biosfer, Jurnal Biologi Dan Pendidikan Biologi, 9(2).

Van Meter, P., List, A., Lombardi, D., Kendeou, P., & (Eds). (2020). Handbook of learning from multiple representations and perspectives. In Routledge (Tylor &Francis Group). Routledge. https://doi.org/10.4324/9780429443961

Wikanta, W., & Susilo, H. (2022). Higher Order Thinking Skills Achievement for Biology Education Students in Case-Based Biochemistry Learning. International Journal of Instruction, 15(4), 835–854. https://doi.org/10.29333/iji.2022.15445a